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Chapter 4:

Effective Classroom Management

Prepared by: Sitoy, Jaslie & Vacalares, Vincy
Stress Test
• On the next slide, look at both dolphins jumping out of the water. The dolphins are
identical. A closely monitored, scientific study of a group of scientists revealed that in
spite of the fact that the dolphins are identical, a person under stress would find
differences in the two dolphins. The number of differences observed matches closely to
the amount of stress the observer is experiencing.

Look at the photograph and if you find more than one or two differences you may be
experiencing stress.
Topics for today include:
• 1. Managing The Classroom Well
• 1.1 Classroom management Instruction
• 1.2 Discipline
• 1.3 Relationship
• 1.4 Physical Environment
• 1.5 Time
• 1.6 Having classroom management using Procedures and Routines
What is Classroom Management??
Classroom Management is the business of getting students to do what
teachers want them to do.
Tips and rules in order to manage a classroom well
• Set rules and procedures that students are expected to follow
• Let students actively engage in th pursuit of knowledge
• Lead students to take responsibility for their learning
• Respect everyone
4 Characteristics of a Well-Managed Classroom
Characteristics Ineffective Teacher Effective Teacher

1. High Level of student Teacher is working. Students are working.


2. Clear Student Expectations Teacher says “Know everything Teacher tells students objective of
in Chapter 3.” lessons and tests.

3. Little Wasted Time, Teacher punishes according to Teacher has discipline plan and posts
Confusion, of Disruption mood. Students always ask assignments.
what the assignment is.

4. Work-Oriented Teacher tells but does not practice Teacher practices procedures until
procedures. Teacher yells and flicks they become routines and knows how
light switch. to bring class to attention.
- Refers to the smooth flow of the instructional processes.
1. Maintain smoothness of instruction
2. Manage transition from 1 activity to another. And give clear signals
3. Maintain group focus during the lesson
4. Develop witness and be aware of student’s behavior
5. Develop overlapping skills and be prepared for all scenarios in the classroom
Refers to the means of preventing misbehavior from occurring or the
manner responding to behavioral problems in order to reduce their
recurrence in the future
1. Start the year right with a clear, specific plan for introducing the student to classroom rules.
2. Set few class rules for the students to follow
3. Create an atmosphere where there is respect to one another.
4. Apply the principle of least intervention for routine classroom behavior problem. Create varied
interesting lessons to make students pay attention to class discussion and students do not engage in
activities that disrupt class discussion
5. Manage serious behavior problems through applied behavior analysis
6. Prevent serious behavior problem and remove the causes of misbehavior
7. Formally develop the desired behavior by teaching (not telling) the behavior

Refers to emotional climate and communications affecting learning

Teacher - Student relationships” is the third aspect of effective
classroom management.
• 1. Maintain positive climate characteristics which allow students to choose a variety of activities to achieve
common goals.
• 2. Develop sense of interdependence, common bonds, defined group expectations and relationship qualities that
enhance wholesome emotional climate.
• 3. Develop communication characteristics that promote wholesome classroom relationship like positive
constructive conversations aimed at understanding on another’s point of view.
• 4. render different form of assistance by providing class meetings or students to have an opportunity to
examine the ideas and feelings that influnce value judgement
Physical Environment
– Arranging the Physical Environment of the Classroom to Support
Teaching/Learning is also one way to improve the learning
environment and to prevent problem behaviors before they
Physical Environment
- Also refers to the organization of the learning environment,
supplies, and materials
Physical Environment
1. Organize supplies and materials for activities that occur frequently in most readily available
accessible place, and must be governed by the simplest procedure.
2. Rules must go with territory and insists on respect for them. Expectations regarding beginning
and end of class behavior must be clearly expressed.
3. Avoid interruptions during class program
Physical Environment
4. Arrange the physical setting and maximize visibility and accessibility.

5. Materials and equipment stations are available in sufficient quantities and are located to maximize congestion in
traffic lanes.

6. Bulletin boards and wall spaces are used to display student work and complement current class activities.

7. Set explicit procedures for getting materials from and returning them to the designated classroom locations.
1.5 TIME
• Refers to the organization and use of allocated time in a classroom.

• Working as a teacher requires excellent time management skills..

1. Make good use of all classroom time
2. Start teaching at the beginning of the period and end on time
3. Establish routine procedures.
4. Minimize time spent on discipline and prevent interruption
5. Teach lessons that are so interesting, engaging, and relevant to student’s interest.
6. Maintain momentum through avoidance of interruptions or slow down like phone calls,
knocks on the door and other disturbance
Refers to the established activities or procedures that are repeatedly done

1. Teach pupils to learn how to form various grouping and return to standard arrangement with
minimum confusion.
2. Do not use the first few minutes of the class session to collect materials when students are
potentially most alert to instruction
3. “Overlapping” technique is used for collection and distribution of materials.
4. Prepare for transition by planning distinct types and sequences of teacher-pupil activity.
In his book The First Days of School: How to Be an Effective Teacher, Dr. Harry K. Wong
suggests a three-step process for teaching classroom procedures to students:

1. Explain classroom procedures clearly.

2. Rehearse classroom procedures until they become routines.

3. Reinforce a correct procedure and reteach an incorrect one.